Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Faizal Karim, University of British Columbia

Tagged Divisions

New Engineering Educators

the facilitators. This method encouraged discussion and sharingof experiences while learning the material. The room was also arranged to facilitate discussionamong smaller groups and the TA trainees are asked to move locations between sessions to meetfellow trainees. A schematic of this setup is shown in Figure 2.Figure 2. Schematic of room to facilitate group discussion Page 22.1439.4Each section follows the same basic lesson plan, which is discussed in the section onteaching/presenting. The four core areas within M1 and M2 are described below along with asummative table highlighting the key components in the facilitator’s lesson plan.TA

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahesh Aggarwal, Gannon University; Karinna M Vernaza, Gannon University

Tagged Divisions

New Engineering Educators

the tenure process at a teaching-based institution can use this article as aguide to create a portfolio/development plan that will contain the relevant information to satisfythe rank and tenure requirements at their institution. It is advised that the new faculty memberreviews in a yearly basis the contents of his/hers development plan with the department chair toobtain feedback and ensure a continuous progress towards advancement. By compiling thisinformation in a yearly basis, the new faculty member will be able to prepare his/hers tenure andrank application in a painless and smooth manner.2 Rank and Tenure Requirements before year 2000General requirements for rank and tenure at Gannon University consist of satisfying a set ofcategories

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Grau, University of Alabama; Guillermo Mejia, University of Alabama and Universidad Industrial de Santander

Tagged Divisions

New Engineering Educators

isolated mannerwithout linking to other fundamentals of construction management such as planning andscheduling. Each week had two class sections of two hours each. The traditional lecture classwas the instruction strategy, where the lecturer explained basic concepts about estimating costsin construction projects and the students applied those cost fundamentals by undertaking asemester’s project on the budget of a construction project. The grading system was basicallybased on three exams and the semester’s project with a numerical scale ranging from 0 to 5,where the approval grade was 3. There was a persistent problem regarding the students’performance in class that worried to the civil engineering department due to feeble averagesachieved by

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ron Scozzari, University of Wisconsin, Stout; Jennifer Astwood, University of Wisconsin, Stout

Tagged Divisions

New Engineering Educators

flexibility needed tosucceed in a sustainable economy.Learners will demonstrate their knowledge through a project incorporating a sustainable designand development solution.Learners will participate in a study abroad component, travelling to Sweden and Denmark.Learners will apply new learning from international experience to projects upon return to U.S.Why Scandinavia Was SelectedSustainability and long-term thinking were key concepts in Scandinavia long beforesustainability became a buzz word for environmentalists and politicians around the world.Denmark is well known for its commitment to areas such as alternative energy, energyconservation, public transportation, urban planning, and ecologically and socially sustainablearchitectural design. Few

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ajit D. Kelkar, North Carolina A&T State University; James G. Ryan, Joint School of Nanoscience and Nanoengineering

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

in Nanoengineering degree program’s objective is toproduce graduates who are technically prepared and proficient with the principles and practicesof engineering at the nanoscale to harness the unique and enabling aspects of nanoengineeredmaterials, structures and their characteristics in engineering applications enabling them todirectly enter industrial, government and private enterprises in the areas of nanoengineeringdesign, research and development, manufacturing, or commercialization. This program willdirectly foster, through its formal research, education and internship programs, the kind ofcollaborative relationships emphasized in both institutions’ strategic plans, across disciplines andwith other institutions. The proposed

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

, employers, faculty, students, etc.). The meeting facility must allow for thegroup to split up into four smaller groups. Four easels or wall space suitable for sticking Post-itnotes is required. Participants should plan for a full day (6-8 hours) of work, so have restrooms,snacks and lunch available. A location off-campus will help minimize distractions for faculty andstudent participants.Step 2. Introduction.Begin with an overview of the purpose of the meeting and a brief discussion of ABETaccreditation requirements and assessment processes. Provide the definition of programeducational objectives and explain that the purpose of the gathering is to develop statements foryour program. Do NOT provide copies of previous statements, and do NOT provide

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

AC 2011-1660: TIPS FOR SUCCEEDING AS A NEW ENGINEERING AS-SISTANT PROFESSORStephan A. Durham, University of Colorado, DenverWesley Marshall, University of Colorado Denver Wesley Marshall is currently an Assistant Professor of Civil Engineering at the University of Colorado Denver and co-director of the Active Communities Transportation (ACT) Research Group. He specializes in transportation planning, safety, and sustainability as well as urban design, congestion pricing, and parking. Recent research involves defining and measuring the street network and an empirical study considering the role of street patterns, connectivity, and network density in road safety and sustainability. Having spent time with the UConn

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

AC 2011-585: DIFFERENTIATED INSTRUCTION AND ACTIVE LEARN-ING ENVIRONMENTSJohn Marshall, University of Southern Maine John Marshall received his Ph.D. from Texas A&M University and is the Departmental Internship Co- ordinator at the University of Southern Maine. His areas of specialization include Power and Energy Processing, Applied Process Control Engineering, Automation, Fluid Power, and Facility Planning. Page 22.500.1 c American Society for Engineering Education, 2011 Differentiated Instruction and Active Learning EnvironmentsThe

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

. In response, we have developed a yet broader first year experience encompassinga pair of two unit courses, one each in fall and spring. In the first, professionaldevelopment topics are followed by creation of an independent, ten page researchproposal. The second, spring semester effort requires the student, in consultation withher new advisor, to develop a NSF length proposal for the prospective PhD effort, andpresent it to her nascent PhD committee and course instructor. Additionally, earlierengagement with the PhD committee is now achieved through a January, second yearoral report to the PhD committee. The customary university Preliminary Exam occurs atthe beginning of year three, and includes both a document (progress and plans) and

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

to their grading performance on actual students’ solution. Samples of past TA feedback on students’ solutions was added to the PD slides to provided discussion points on what not to write for feedback while providing examples from expert feedback.5. Analysis of TAs solutions. During post-training, the PR provided an analysis of TA training assessments in comparison to experts’. In the analysis, each TA is ranked with where they stood in applying the MEA Rubric in comparison to their peers.B. Preparation ExperienceThe PR used the following model to prepare TA training: plan, rehearse and refine. The trainingpreparation tries to emulate the actual experience of faculty when preparing for actualclassrooms instructions. The PR

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Shree Frazier; Osman Cekic, Canakkale Onsekiz Mart University, Turkey; Rocio C. Chavela Guerra, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

include: preparing future engineering faculty, improving teaching and learning, distance education and underrep- resented student success.Shree FrazierDr. Osman Cekic, Canakkale Onsekiz Mart University, Turkey Osman Cekic holds a Ph.D. in higher education and student affairs from Indiana University at Blooming- ton and a master’s degree in secondary school administration from the University of Arkansas at Fayet- teville and a Bachelor’s degree in educational administration and planning from Ankara University in Page 22.267.1 c American Society for Engineering Education, 2011Turkey. He

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

expectations explicitly stated starting in year one, using annualevaluations and frequent feedback to help them develop desirable track records.Ongoing institutional support: As described in Section 5, the common comments that the COENfaculty members made about environmental or administrative support that they need from thedepartment, college and university for effective teaching and successful scholarly activities canbe categorized into 5Ps: personnel, place, policy, procedure and professional development. TheCOEN has initiated several action plans that would make improvements on providing support tofaculty on the areas of policy, procedure and professional development.  The COEN‟s TLC is developing more comprehensive guidelines for documenting

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

amount of text productioncan increase along with their knowledge. Professors can talk about the similar kinds of writing thatthey do and the ways in which they handle the writing tasks. Students should also be required tobegin the process of oral presentation early in their academic careers. Professors should give theirstudents every chance available to speak of the technical knowledge that they are learning. Asinterest grows, planned seminars and workshops can be provided that will emphasize the importanceof the engineering faculty as the catalyst for improvement. Page 22.1263.4The structure of unified technical knowledge and communication

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology

Tagged Divisions

New Engineering Educators

number of discussion messages and success of teams for the test class.Revision is an essential part of the process.  Plan for and provide fast overnight feedback on the drafts.  Schedule time for this in the week before the due date, to prevent faculty overload.  Be brief and fix only a few things in each draft, not everything. Students will also fix what they find when they re-read it.  Avoid giving feedback 30 minutes before the final deadline. It will be too late.  Avoid rewriting student’s documents even if they are nonsensical jargon gibberish. Give a little feedback, edit one sentence, and trust that it will improve in the next draft.The goal of the revision process is to get students hooked on rewriting.It is

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

both a formative and summative evaluation plan for their teaching.Obj. 5 - Students will have developed their own philosophy of teaching statement. Format of the courses is based on one three-hour session, one evening per week for 10weeks (academic quarter). Primary leadership has been by the study author, however selectedtopics are addressed by colleagues from a range of units across campus and from otherUniversities. The course is highly interactive, frequently using collaborative learning techniques.Formative and summative assessment is modeled throughout course and with end of term tools.Each segment (topic and presenter) is assessed independently at the end of the course. Thirtyminute individual exit interviews are used in

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

attended a teaching workshop in summer 2009, but the workshops had distinctdifferences.Known to many in the ASEE, the National Effective Teaching Institute (NETI) has convenedThursday–Saturday prior to the ASEE Annual Conference since 1991. 1 The application of thematerial is biased toward engineering education, yet a few instructors from other areas (e.g.,physics, math) also attend. The content for the NETI focuses around four core areas: Page 22.1415.3understanding students (both their learning process and their hangups), course planning andassessment, developing teaching strategies, and other professional concerns. A recent paper by theworkshop

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

student suggestions were addressable andwhich were not. University teaching involves a lot of time spent planning for classes alone. Thementoring helped to break me out of this vacuum and solicit and receive constructive feedbackfrom a seasoned professional based on actual student concerns. As someone new to theprofession this was appreciated, especially as not everything can or should be changed based onwhat students write on the cards.When presenting the index card procedure to my classes, I solicit feedback specifically on whathelps and what hinders their learning, and not just what they do or do not like. I have found thatsome mechanisms that I use in my course are not liked per se, but are acknowledged to help

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

New Engineering Educators

ask questions) as the least important. 4. Over the next five years, the authors plan to extend this strategy to more senior faculty and new educators. The method presented in this study may be used at other institutions, with appropriate modifications for the benefit of new educators.Bibliography1.Sands, R.G., L.A. Parson, and J. Duane, Faculty mentoring faculty in a public university. The Journal of HigherEducation, 1991. 62(2): p. 174-193.2. Merriam, S.B., T.K. Thomas, and C.P. Zeph, Mentoring in higher education: what we know now. Review ofHigher Education, 1987. 11(2): p. 199-210.3. Taniguchi, M. and Paige Wilmeth, “Tips for Designing and Implementing Peer Mentor Training,” presented at the28th National Conference on

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Devdas M. Pai, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Prashant N. Kumta, University of Pittsburgh; Harvey S. Borovetz, University of Pittsburgh; Sarah K. Pixley, University of Cincinnati, College of Medicine; Partha Roy, University of Pittsburgh; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

biology and better able to directly relate classroomlectures to ongoing research.Assessment The assessment plan for this course included three components. The first componentassessed student learning of MEEN 785.002: Principles of Cell Biology for Engineers contentknowledge. The second component included evaluation of students’ overall satisfaction withMEEN 785 teaching and learning. The third component included evaluation of students’ overallsatisfaction with the hybrid class format. (A subset of this component involved assessment ofstudent understanding of ways principles of cell biology link to concepts of creativity andinnovation, diversity of thinking, and entrepreneurship.) IRB approval was obtained prior tocollecting assessment data

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

noted as a problem areabased on the previous quarters surveys, it is possible that the professor can perform targetedmonitoring of that area through other less formal approaches, such as minute papers.The second part of the process involves a more detailed analysis of student evaluations. Thisprocess typically would occur over the summer or at another period in time when a moresignificant analysis can be conducted. This activity involves completing the taxonomy of writtencomments and analyzing them for patterns, completing quarter by quarter comparative analysis,and completed course comparisons. An outcome of this effort will be an updated professionaldevelopment plan showing which areas of teaching may need further improvement, anassessment of